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LIBRARY OF CONGRESS. 

Chap. t. [^ eopyright No 

Shelf ^- 



UNITED STATES OF AMERICA. 



TOPICAL MANUAL 



OF 



American History. 



WILLIAM ALEX. SMITH, B. A. 

Supt. ot Schools, Ansonia, Conn. 



& 



NEW YORK : 

Potter & Putnam Company, 

No. 74 FIFTH AVENUE. 



Copyright, 1899, By Wm. Alex. Smith. 



rW0COPItS> r(dU. . 















SUGGESTIONS TO THE TEACHER. 



For the benefit of those teachers who have not 
had a class-room experience with the laboratory method 
of studying history, I will direct attention to a few 
points of vital importance. 

An intelligent use of the references is absolutely nec- 
essary. Both teacher and pupil should read a sufficient 
number of the references to obtain a full knowledge of 
the topic under consideration. Sufficient notes should 
be taken at the time of the reading to retain an outline of 
the knowledge gained. Guard against too copious note- 
taking. The mere copying of the text and re-entering it 
in the manual should not be allowed, and will not be 
attempted if the teacher guides aright the efforts of 
the pupil. The disconnected notes gathered from this 
reading should be arranged by the pupil into one 
concise and grammatical whole. The pupil should now 
be prepared to enter into an intelligent discussion of 
the subject. Examine all matter before the pupil is 
allowed to enter it in the manual, assuring yourself 
that it is correct as to form and historical conclusion, 
that the references consulted are recorded in the proper 
places, that the statements are as concise as possible, 
that the literary style, the writing, the spelling, and 
the arrangement are satisfactory. Teach the pupil how 
to readily get at the proper material in a book by 
a knowledge of how to use the index. In lookino- 
• up the references the pupil should enjoy uninterrupted 
peace. The class work, however, should be of a gen- 
eral nature; encourage all to enter freely into the dis- 
cussion of the topic under consideration. Much valuable 
time is wasted in recitations, in which a large class 



listen to the repetition of facts with which they are 
already familiar. Do not think of a formal recita- 
tion every day. Divide the class into working sec- 
tions; some may be consulting references ; some putting 
into shape the first rough draft of notes; while others 
may be entering the approved answer in their man- 
uals. Under no consideration should a whole class 
wait while an individual's mistakes are being corrected. 
Finally keep the main fact in mind, that the pri- 
mary object of the pupil's research is to compel him to 
do his own thinking, to consider cause and effect, and to 
reproduce in his own words historical facts and truths, 
a knowledge of which has been obtained by careful 
reading, discussion, and selection. In this sense, the 
manual when completed, will be the pupil's own his- 
tory, which he will always regard with pleasure and 

pride. 

The Author. 



CONTENTS. 



The Pre-Columbian Period. 

1. What the Ancients knew about the world * 

'2. Pre Columbian Discoverers 13 

3. General European Situation at the close of the Middle Ages 1-1 

4. Outline Reference map of Pre-Columbian commerce IT 

Tlie Ago of Discovery, i4!>21C07. 

1 . Sketch of the Life of Columbus 18 

2. Some famous voyages of discovery 22 

3. How it was discovered that America is a Continent 04 

1. < >utline map, showing routes of the early voyages . . 26 

Exploration and Settlement in the New World. 

1 . The Spaniards in the United States 30 

2. French Exploration and Settlement 34 

3. Early English Exploration and attempts at Colonization 38 

4. Summary of the era of Discovery and Exploration 43 

5. Map showing discoveries and explorations 4o 

The North American Indians 40 

Colonization. 

1 . Virginia 52 

2. Maryland 50 

3. The Settlement of New England. Plymouth Colony, 1620-1691 00 

4. The Massachusetts Bay Company 66 

5. New England in 1643 70 

Outline map for New England 73 

0. New York 74 

7. Pennsylvania 78 

Outline map for the Middle Colonies 63 

8. Chronological table for the settlement of the Atlantic coast 84 

9. Summary of immigration to America on account of religions per- 

secution so 

Colonial Wars— Outlined in Maps and Tables 87 

Colonial Life and Government. 

1. The Influence of Physical Features 92 

2. Domestic Life in the Colonies 93 

3. Government — three classes 95 



The War of the Revolution. 

1. Causes that led the Colonies to Revolution 97 

2. The War 100 

3. Outline map, showing the actions during the war, and the politi- 

cal changes as the result of the war 102 

The Development of a Nation 104 

The Social and Industrial condition of New Republic. 1 7!)0 108 

Outline map. The United States in 1790 110 

The Establishment and Growth of Nationality, 1789-1860. 

1. The Organization of the New Government 1 14 

2. The Growth and Formation of Political Parties 120 

3. A Critical Period — the Nation's strength tested by war 124 

Outline map for the war of 1812 127 

4. The Missouri Compromise, 1S20 128 

5. The Monroe Doctrine, 1823 132 

0. A Period of change and sectional strife. 1829-1840 136 

Outline map for territorial growth 140 

7. The Development of an Anti-slavery Party, 1854-1860 142 

8. The Charlestown Convention, 1860 146 

The Civil War Period, 1 861-1 S65. 

1. The North and the South compared — a graphic chart, 1861 151 

2. Table for the Civil War. Northern efforts to preserve the 

Union 152 

3. Table for the Civil War. Southern efforts to establish the Con- 

federacy 153 

4. Policy of the United States Government, 1861-1865 154 

5. Outline map for {he Civil War 159 

Living Issues of Recent Times. 

1. The Re-constrnction of the Union 162 

2. The Immigration Problem 166 

3. The Tariff issue in American Politics 170 

4. Financial History, 1865-1899 174 

5. < !auses that led to the Cuban War 178 

6. The Military operations of the Spanish-American War 182 

7. National Expansion 186 



Section I. 

List of U<J'< rencesfor lh< Vre-Qoluinbian period. 

General : Fiske, The Discovery of America, vol. 1. pp. 
1 is 218; Higginson, Larger History of the U. S., pp. 27-52; 
Bryant's Popular History of the U. S. (Gay.) 1, ch. 3-4; 
Winsor, Critical and. Narrative History of America, vol. 1, 
ch. 1-2; (excellent on this period.) 



Palfrey, New England, vol. 1 ; Old South Leaflets, No. 
•ii). The Discovery of America, by Columbus and his son 
Ferdinand; Old South Leaflets, No. 30, Strabo's Introduc- 
tion to Geography; No. 31, The Voyage to Finland, from 
the Sagas; No. 32, Marco Polo's Account of Japan and 
Java. 



United States History editions {especially good <>n this 
pi riod.) 

Fiske, ch. 2; Sheldon, Group 1; Montgomery, section 
1; Scudder, ch. 1; Gordy, ch. 1; McMaster, ch. 1; Mor- 
ris, ch. 1 ; Johnson, ch. 1 ; Movvry, ch. 1 ; Barnes, chs. 1-2. 



&j 



Outside reading: C. K. Adams, Columbus; Irving 
Columbus; Longfellow, The Skeleton in Armor, and The 
Discovery of the North Cape ; Coleridge, The Kubla Khan. 



Section II. 

References for the Age of Discovery. 

Consult advanced chapters in the same works as are 
recommended for the Pre-Columbian period. In addition 
to these the following special references are valuable: 

Columbus: Bryant's Popular History. 1, pp. 92-12<>; 
AViusor, America, 2, pp. 1-23; Irving, Life of Columbus; 
Century Magazine, May and October, 1892; Harper's 
Magazine, October, 1892 ; Magazine of American History, 
vol. 1892; Nineteenth Century, October, 1892; Higginson, 
pp. 55-62. 

The Cdbots : Bryant's Popular History, 1, pp. 129-138 ; 
Winsor, America, 3, pp. 1-7; 3-52, The Cabot map; Higgin- 
son, Larger History, 78-8-1; Hildreth, United States, 34-36. 

Vespucci: Chapter 1 of the above mentioned school 
histories; Bryant's Popular History, 1, 123-12S; Winsor, 
Columbus; Fiske, Discovery of America, vol. 2. 



s 

Section I. 

Pre-Columbian Discoveries. 

topic one. 

What the Ancients Knew about the World. 

1. The logical conclusions of llie Greeks concerning the 
form and shape of the earth. 

(Pupil is to till in the answer on opposite page, num- 
bering the- answer to correspond with the subject, and 
write below the topic, the name, vol., etc. of works con- 
sulted. See below |. 

References consulted: — Winsor, 1, ch. 4; Bryant's 

Popular History, ch. 1 ; Sheldon. American History, 
Group 1 ; Fiske, U. S. History, ch. 2. 



2. The Roman idea of the world, as shown in the writings 
of the classic authors. 

References consulted: — Winsor. 1, ch. 1; Bryant's 

Popular History. 1 , ch. 4. 



.!. The belief as To the shape of the world during the 
middle ages. 

References consulted : — Winsor, 1, ch. 1; Fiske, Dis- 
covery of America, 1, ch. 1. 



i) 

Note to the Teacher. 
In order that the pupil may follow the plan intended, the author 
has filled in the complete answers to the topics under the first 
general subject. Note that a complete list of the books read, 
should be entered in the blank space under the topic. 



MODEL. 

1. Among the Greeks, Plato taught that the earth is a sphere. 
Aristotle wrote a philosophical essay, giving logical arguments to 
support the theory that the earth is a sphere. We must note, how- 
ever, that reasons for their belief rested on logic and observation, 
and not upon discovery. They observed that as one changed his 
latitude, the north star rose higher in the heavens as he went 
north, and sank lower to one going south. The shadow of the 
earth on the moon, during an eclipse, they also noticed to be 
round. And finally it is a sphere, because the most perfect 
things in nature are spheres. 



'.'. The Eomans readily accepted this belief in the sphericity of 
the earth from the Greeks, to whom they were indebted for most 
of their learning. The Romans in turn impressed this belief upon 
the different jieoples of Europe whom they conquered. The evi- 
dence for the acceptance of this belief among the Eomans is found 
in the writings of the classic authors, Cicero, Virgil, Ovid, and 
others. 



3. The knowledge of the sphericity of the earth was preserved 
in the school books of the middle ages, in the writings of the 
classic authors, and was accepted by many churchmen. St. Au- 
gustine did not deny it; Bede taught it; Gerbert, Alfred the Great, 
Eoger Bacon, Dante, Ilipparchus and Ptolemy were familiar with 
the doctrine. The beliefs of these men represented the views of the 
leading men of their time. Very little was really known about the 
world outside of Europe. Two books on geography was the main 
authority during the middle ages. One of these was written by a 
Greek named Ptolemy (A. D. 150); the other by a Spaniard named 
Mela, (A. D.50). His work was written in Latin. Both taught 
that a large unknown continent existed south of the equator. 
Ptolemy thought that this continent was joined to Africa and to 
Asia, Mela believed it to be separated by an intervening ocean, on 
which it was possible to sail to India. The Portuguese, in 1471, 
found out that Mela was wrong, as they sailed beyond the equator. 



Ill 

1. The geographers of the fifteenth century: Their be- 
liefs, the works of Toscanelli, of Bahaim. 

Refert net s consulted: — Wiusor, 1, ch. 1 ; Scuchler, New 
Eistory of U. S., eh. 1 ; Sheldon, American History, Group 
2; Fiske, U. S. History, ch. 2; Gay, eh. 5; Winsor, 1, 
eh. -2: Montgomery, ch. 1; Fiske, Discovery of America, 
eh. 1. 



2. Stories of Western lands: Atlantis, St. Brandon's 
Island, Antillia. 

References consulted: — Winsor, 1, eh. 1 ; Gay ; Bry- 
ant's Popular History. 1, ch. 1, 5. 



3. The general situation in Europe in the tifteenth century 
that, stimulated the spirit of exploration. 

References consulted: — Fiske, The Discovery of Amer- 
ica, ch. 1 ; Fiske, U. S. History, ch. 1 ; Montgomery, 
American History, eh. 1; Scudder, ch. 1. 



11 

1. The discovery of the Island of Cipango (Japan) and the 
published accounts of the travels of Marco Polo, who had as a mer- 
chant and traveler, spent many years in India, lead the geographers 
of the fifteenth century to advance the belief that the eastern 
boundary of Asia extended much further to the east than had 
been before supposed. If this is true, they argued, it would be 
possible to reach India easily by sailing westward. They thought 
the earth much smaller than it really is. By this extension of 
Asia, they, in imagination, narrowed the Atlantic. The map of 
Toscauelli (1474) represented Cipango as occupying what we now 
know to be the location of the Gulf of Mexico. Behaim's globe, 
made in 1402, set forth the same idea. The existence of a West- 
ern continent seems never to have been considered by the geogra- 
pher of the fifteenth century. 



2. Among the ancient Greeks, there was a prevailing notion of 
land to the westward. Plato wrote about Atlantis, a name given 
to an island that, according to Egyptian stories, at one time ex- 
isted west of the coast of Africa. In the legend of St. Brandon, 
allusion is frequently made to the Fortunate Isles of the sea. The 
Canaries were probably the islands in mind. Mediaeval maps had 
many islands represented in the Atlantic. Among these was An- 
tillia, which was represented as situated west, in about the latitude 
of Lisbon. Antillia is located on Toscanelli's map as west of the 
Canaries. 



3. The closing years of the fifteenth century were marked by a 
great intellectual awakening in Europe. This was to a large ex- 
tent due to the invention of printing, and the consequent diffusion 
of learning and the knowledge picked up by the contact of crusa- 
ders and travelers with the people of the East. The fall of Con- 
stantinople into the hands of the Turks, and the consequent shut- 
ting off of all trade between the East and the West, was a paralyzing 
blow to the commercial nations of Europe. The time had come when 
exploration must find a new way to the Indias, if ]50ssible. Such was 
the situation that lead the people of Western Europe to undertake 
a series of explorations that revealed to them the Western hemi- 
sphere. 



12 

topic two. 

Pkk-Columhiax Discoverers. 

1. The voyages and discoveries of the Northmen, 1000 
A. D. 

(Answer on opposite page. Name, volume and chap, or 
page of all works consulted below). 

Reft rences consulted: — 



2. The evidence on which knowledge of these discoveries 
rest. Monuments, records, sagas. Credibility of 
the sagas. 

References consulted : — 



3. The voyages and discoveries of the Portugese along the 
African coast (1460-1486). 

References consulted : — 



14 

topic three. 

The General European Situation at the close of 
the Middle Ages. 

1. The principal civilized nations. 
References consulted : — 

2. The principal commercial nations. 
References consulted : — 

3. The commercial problem of the age. 
References consulted : — 

4. The extent of ocean commerce. 
References consulted : — 



5. Why navigation previous to this time had been con- 

fined principally to inland seas and the coast. 

References consulted : — 

6. Ships of the loth century. General description, pic- 

ture, or drawing. 

Refert rices consulted : — 

7. New inventions that made navigation easier. Descrip- 

tion with drawing. 

/,'</, rt //'•' s consulted : — 




Outline Reference Map for Pre-Columbian Commerce and Dis- 
coveries. 

Directions — Color in red, the coast lines known to the ancients : in blue, the lands dis- 
covered by the Northmen: in green, the parts of the African coast explored by the Portuguese 
previous to 1492. 

Trace by dotted -lines and letter appropriately the commercial routes 

to India, and the routes along the coast, also the early voyages of discovery along the African 
coast and the route of the Northmen. 



IS 

Section II. 

The Age of Discovery - 1492-1607. 

topic one. 
Write a Sketch <>f the Like of Columbus. 
Observe the following outline : 

1 . Birth and early career. 

2. His ideas concerning the shape and size of the earth. 

3. How these ideas were obtained. 

4. Attempts to obtain aid for a western voyage. 

5. The popular estimate of his ideas. 

6. His reasons for desiring to discover a new route to 

India. 

7. His treatment at the Spanish court. 

8. How Columbus obtained his outfit. 

9. The first voyage, route, discoveries, and return. 
10. His later voyages, route, discoveries and beliefs. 

(Put the list of references consulted at the end of sketch |. 



22 
topic two. 

Some Famous Voyages of Discovery. 

Give an account of each of the following famous voy- 
ages : 

The Cabots, 1497-1498. 

1. John Cabot discovers North America; The part of 
the coast explored ; Evidence, — the Cabot map, the 
official report, letters. 

References consulted : — 



•2. The later voyage of Sebastian Cabot; The extent of 
his exploration; How this exploration of the Cabots 
formed a basis for the English claims to the Eastern 
coast of North America. 

Ri h ii net s consulted: — 



3. Amerigo Vespucci, his voyages to America ; How the 
New World received the name America. 

References consulted, : — 



24 

TOPIC THREE. 

How it "was Discovered that America was a Con- 
tinent. 

1. Magellan, his voyage around the globe, 1519-1521. 

References consulted : — 



2. Spanish explorers along the Pacific coast : Cabrillo on- 
the Pacific ; The wanderings of Vaca ; The explora- 
tions of Coronado — basis of Spanish claims to the 
Pacific coast. 

References consulted : — 



Sir Francis Drake, his voyage around the World, 
1577-1579. 

References consulted : — 



4. Henry Hudson's Northern expedition, 1607. 
References consulted : — 



5. Vitus Behring proves that America was not a part of 
Asia, 1728. 

References consulted: — 




Outline Map Showing routes of Early Voyages of Discovery. 

Trace by *********** line the route of Columbus, (1492). 
Trace by-o — o— o— o-line the route of the Cabots, (1497-1498). 
Trace by— •—•—•—■— line the route of Gama, (1497-1498). 

Trace by line the route of Vespucius, (1499-1500). 

Trace by line the route of Magellan, (1519-1522). 



28 

Section III. 
Exploration and Settlement in the New World. 

References for Spanish Settlement in U. S. 

General: Winsor, America, vol. 2, 231-254, 473-498; 
Doyle, English in America, Virginia, 75-81 ; George Ban- 
croft. United States, vol. 1, 34-68, 74-82; Parkman. Pio- 
neers of France, ch. 1; Bryant's Popular History, vol. 1, 
1311 173; Hiklreth, United States, 1, 39, 43-44, 47-49. 

School Histories : Fiske, ch. 3; Gordy, ch. 2; Mont- 
gomery, cli.2; Sheldon, pp. 46-50; Barnes, pp. 26-30; 
Morris, pp. 41-45; McMaster, ch. 2; Scndder, New U. S. 
Hist., ch. 1. 

Special: Higginson, American Explorers ; Morris, Half- 
Hours with American History ; Andrews' United States. 
1 ; Theo. Irving's Conquest of Florida ; W. H. Davis, Span- 
ish Conquest of New Mexico ; Old South Leaflets, Nos. 35, 
36, 39 ; Thwartes, pp. 26-32 ; Hart, American History told 
by Contemporaries, vol. 1. 

References for Early English Exploration and Colo- 
nization. 

General: Winsor, vol. 3; G. Bancroft, U. S., vol. 1; 
Hildreth, vol. 1, pp. 76-90; Gay, Bryant's Popular His- 
tory, 1, pp. 226-267; Doyle, English in America, Virginia, 
43-74, 105-108; Palfrey's New England, 1, 67-76; Fronde, 
English Seamen in the Sixteenth Century ; Higginson, 
American Explorers; J. Corbett, Sir Francis Drake; Fish- 
er, The Colonial Era, pp. 32-39; American History told 
by Contemporaries, vol. 1. 

School Histories: Gordy, ch. 3; Scudder, ch. 4; Mc- 
Master, ch. 3; Barnes, pp. 35-39; Fiske, ch. 5; Morris, 
pp. 53-58; Montgomery, pp. 32-38. 

Bibliography: Winsor, vol. 3. See Index. Channing 
and Hart's Guide to American History, pp. 246-258. 

References for French Exploration and Settlement. 

General: Verrazano's Vovas,e, Old South Leaflets. No. 
17: G. Bancroft, 1, 16-28, 68-83; 3.107-174; Winsor, 
America, vol. 4; Gay; Bryant's Popular History, 1, 
pp. 174-223, 312, 313, 321 ; vol. 2. pp. 499-553; Parkman, 
Pioneers of France in the New World; Hildreth. United 
States, vol. 1, pp. 42-46, 71-75. 

School Histories. See pages immediately following the 
Spanish references, as given above. 

Special: See Shea, in Winsor, America, vol. 2, 260-283, 
for Fate of the Huguenots in Florida; J. Sparks. Life of 
Kibaulr; Band's Huguenot Emigration; Fairbank's St. 
Augustine; Historical Magazine, vol. 3; Higginson's 
American Explorers; Winsor, Carrier to Frontenac; Han- 
way. Acadia; Monette, History of the Valley of the Mis- 
sissippi; J. G. Shea. Explorations of the Mississippi; 
Parkman, La Salle and the Discovery of the Great West; 
Channing & Hart's Guide to American History, pp. 227- 
250, (Bibliography). 



30 

Section III. 

Exploration and Settlement in the New World. 

topic one. 
The Spaniards in the United States. 

1. Florida discovered and named. Ponce de Leon. 1513, 
References consulted : — 

2. Gordoba on the Gulf coast, 1517. 

References consulted : — 

3. Pineda discovers the Mississippi. 1519. 
Refer enct s consulted : — 

4. Gordilla on the Atlantic coast of Florida, 1520. 
Ref( rences consulted : — 



5. Gomez on the Atlantic coast of the United States, 1524- 
1525. 



/,'</'< r< a ccs consulted , 



Ci. De Ayllon in the Chesapeake Bay. 1526 
Referi net s consulted : — 

7. Narvaez on the Gulf coast of Florida. 152S 
Referena s consulted : — 



32 
1. Cabeza de Vaca — -account of his wanderings, 152S-15:>(; 

References consulted : — 



2. Cabrillo explores the West coast of North America, 
1542. 

References consulted : — 



3. Progress of Spanish settlement on the West coast of 
North America, 1520-1540. 

References consulted : — 



4. I)e Soto, his exploration, route and results, 1539-1542. 
References consulted : — 



5. Coronado, his explorations and route, 1540-1542. 
Heft ri net s consultt d : — 



6. Spanish territorial claims in North America, 1542-1763. 
Refert net s consulted : — 



34 
topic two. 
French Exploration and Settlement. 
1. Verrazano's Voyage, 1524. 
References consulted : — 



2. Cartier's First Voyage to the Gulf of St. Lawrence, 1534. 
References consulted : — 



Cartier's Second Voyage, 1535. 
References consulted : — 



4. Cartier's Third Voyage and Roderick's Expedition, 
1540. 

References consulted ; — 



5. Ribault's Colony on Port Royal Sound, 1562. 
References consulted : — 



6. Landonniere's Colony, 1563. 
References consulted : — 



36 

1. Melendez founds the Spanish settlement of St. Augus- 
tine, and drives out the Huguenot settlers, 1565. 

References consulted : — 



2. The French in the North ; T)e Mont's effort at coloniza- 
tion in the North, 1603. 

References consulted : — 



3. Champlain on the New England coast, 1604; Founds 
Quebec, 1608; Discovers Lake Champlain, 1609; Dis- 
covers Lake Huron, 1015. 

References consulted : — 



4. French Explorers in the Interior : Explorations oi 
Nicollet, Joliet, Marquette, La Salle, 1634-1699. 

References con s v I ted :- - 



38 

topic three. 

Early English Exploration and Attempts at Coloni- 
zation-. 

1. Drake's Voyage around the WoiM, 1577-1580. 

References consulted .• — 



2. Maritime awakening of the English and the part taken 
by Hawkins, Raleigh, Cavendish, and Frobisher. 

References consulted : — 



0. The Gilbert Expeditions to the Newfoundland coast, 
1580-1583. 

References consulted : — 



4. Value of the English claims to American lands in 1584. 
References consulted : — ■ 



5. Raleigh's attempts at Colonization in Virginia, 1584- 
1588; Why a failure. 

References consulted : — 



40 

6. Bartholomew Gosnold on the New England coast, 1602 ;. 
His route, object of voyage, return to England. 

/,'< ft rences consulted : — 



7. Martin Pring in Plymouth harbor, 1605. 
Reft /'< net s consulted : — 



8. George Weymouth on the coast of Maine, 1605. 
Reft /•' nces consulted : — 



9. A summary — What had European nations accomplished 
in the way of permanent settlement within one hun- 
dred years after the discovery of America. 

Refert nces consulted ; — 



43 

topic four. 

Summary of the Era of Discovery and Exploration. 

Spain. 



Name. Year. 

Columbus. 

Ponce de Leon. 

Vespucius. 

B;il boa. 

Magellan. 

Cortez. 

Navaez. 

Pizarro. 

De Soto. 

Coronado. 

Cabrillo. 



Name. Year. 



Gama. 

Cabral. 

Corterael. 



Object of the 
Expedition. 



Land Discovered or 
Explored. 



Portugal. 



Object of the 
Expedition. 



Land Discovered or 

Explored. 



44 
England. 



Name. Year. 


Object of the 
Expedition. 


Land Discovered or 
Explored. 


John Cabot. 






Sebastian Cabot. 






Drake. 






Gilbert, 






Raleigh. 






Davis. 






Porbisher. 






G-osnold. 






Weymouth. 







Fkance. 



Name. Year. 



Baron de Lery. 

Verrazano. 

Cartier. 

Ribault. 

Champlain. 

Marquette. 

Joliet. 

La Salle. 



Object of the 
Expedition. 



Land Discovered or 
Explored. 



Holland. 



Hudson. 




Map Showing Discoveries and Explorations. 

Directions — Mark coasts and lands discovered and explored by Spain, green : England, red 
France, brown : Holland, yellow . 

Trace by dotted lines the routes of the early explorers. 



46 

Section 4. 

The North American Indians. 

References. — Fiske's U. S. History, ch. 1 ; Eggleston's 
U. S. History, cbs. 13-15; Montgomery's American His- 
tory, pp. 38-49; Parkman's Works; Cooper's Writings; 
Johnson's Cyclopaedia; Winsor, 1, 283-316. 

(Answers to these topics may be entered directly below 
the topic). 

Origin of the name. 



The Indians of North America may be divided into 
three classes, according to their civilization when they 
were first discovered : 



a. The savage Indians — 



Location. 



Manner of living. 



The principal tribes of this class. 



b. The Barbarous Indians- 
Location . 



47 



Manner of living. 



The principal tribes of this class, 



c. The half-civilized Indians- 
Location. 



Manner of living. 



The principal tribes of this class. 



Indian characteristics — describe under the following 
heads : 

Appearance — 



48 
Mental and moral traits — 



< Occupations — 



Treatment of Women — 



Dress — 



Weapons — 



Pood- 



Principal articles of trade between the Whites and 

Indians. 



40 
Whv the Indians were hostile to the White settlers. 



Influence of this hostility upon the early history of the 
country. 



Compare the Indian population of the sixteenth cen- 
tury with the present. 



The effect of European civilization upon the Indians. 



50 

Section V. 
Colonization. 

References for Settlement of Virginia. 

General: Doyle, Virginia, 101-256 ; Gay, Bryant'sPopular 
History, 1, 267-307, 482-483 ; 2, 200-228, 290-318 ; Bancroft, 
United States, 1, 133-252 ; Palfrey, New England, 1, 85-100 ; 
Hildreth, U. S., 1, 94-96, 99-135; Lodge, English Colonies, 
1-24; Winsor, America, vol. 3; The Colonies, Thwaites, 
69-81 ; The Beginnings of a Nation, Eggleston, ch. 2. 

For List of Sources, see Channing and Hart, Guide to 
American History, p. 251. 

School Histories: Scudder, ch. 4; Fiske, ch. 5; Mc- 
Master, ch. 3; Montgomery 50-65; Barnes, 46-53; Mor- 
ris, 53-77; Gordy, ch. 4. Supplementary reading : Fisher's 
Colonial Era ; Eggleston's Pocahontas and Powhatan ; 
Cooke's Virginia; Montgomery's English History. 

References for Settlement of New England. 

General : Bryant's Popular History, vols. 1 and 2 ; Win- 
sor, vol. 3 ; Palfrey, History of New England ; Doyle, Puri- 
tan Colonies ; Barry, Massachusetts; Hildreth, U. S. His- 
tory, vol. 1 ; Fiske, Beginnings of New England ; John 
Winthrop, History of New England ; Greene's Short His- 
tory of Rhode Island; T. M. Merriman, Pilgrims, Puritans 
ancl Rodger Williams ; Oliver, the Puritan Commonwealth 
Trumbull's History of Connecticut ; Old South Leaflets, No 
7, Charterof Massachusetts Bay, 1G29 ; Thwaites' Colonies 
Fisher's Colonial Era ; Eggleston's Beginners of a Nation 

School Histories: Scudder, ch. 4; McMaster, ch. 4 
Gordy, ch. 5; Montgomery, pp. 77-88; Barnes, pp. 56-65 
Fiske, ch. 6; Morris, pp. 77-102; Thomas, pp. 15-24. 

Bibliography : Winsor, America, vol. 3, p. 244, for the 
English Puritans ; page 283 for the Pilgrims ; page 285 for 
Plymouth ; page 242 for origin of Mass. Bay Co. ; page 
348 for The Mass. Bay Co. Also see Channing and Hart's 
Guide to American History, pp. 264-276; Davidson's Ref- 
erence History of the U. S. 

References for Settler/tent, of New York. 

General: Winsor, America, 4, 385-411; Gay, Bryant's 
Popular History, 1, 339-369, 429-449; 2, 115-164; 3, 222- 
253, 319-354; Lodge, English Colonies. 285-311; Ban- 
croft, (original ed.) 2, 256-313 ; last revision, 1, 475-518; 
Palfrey, New England, 1, 235-238 ; Hildreth. U. S., 1, 136- 
149, 413-445; vol. 2, 44-488; Fisher's Colonial Era, 177-183; 
Thwaites' The Colonies, 186-207 ; Hendrick's Brief Eistory 
of the Empire State, 10-83. 

School Histories : Fiske, ch. 7 ; Montgomery, 65-72 ; Gor- 
dy. ch. 6 ; Morris, 103-108 ; McMaster, ch. 5 : Scudder, ch. 3. 

Fiction: W. Irving's Knickerbocker History of New 
York; Bibliography in Winsor, America, 4, 409-432. 489- 
44-2 ; 5. 240-242. 



52 

Section A'. 

Colonization. 

Vikginia, 1607-1752. 

topic one. 

Summary of topics to be considered : 

1. The Virginia Charters, (1606, 1609 and 1612). 

2. Extent of Virginia under these charters, illustrated by- 

small map. 

3. Powers of government conferred. 

4. Settlement of Jamestown. 

5. Prominent men in the settlement. 

6. Character and motives of the settlers. 

7. Early experiences and chief occupations. 

8. Representative government in the colony (1619). 

9. Charter annulled 1624. 

10. Character of the government during the Puritan Su- 

premacy. 

11. King James' attitude toward self-government in the 

colony. 

12. The condition of Virginia as n royal province. 

13. The character of Berkeley and the Cavaliers. 

14. Bacon's rebellion : Its cause and result. 



56 

topic two. 
Maryland, 1634. 



1 The career of George Calvert in England — his early in- 
terest in American colonization. Maryland granted 
to his son Cecil, Lord Baltimore 



2 The Maryland Charter. Jurisdiction conferred. 



3 The first settlement Object of the colonists. 



4 The Clayborue contentions. 



5 The Toleration Act. 



6 Maryland under the Commonwealth. 



7. Mason and Dixon's linn. 

lhj'< /< nces : Bryant's Popular History, vol. 1, 485-516; 
G. Bancroft, U. S. History, 1. 253 285. (original ed); Hil- 
dreth, U. S., 1, 204-215. 353-367; Lodge, English Colon- 
ists, 93-109. 

School Histories : Same as for Virginia. 

Bibliography: Winsor, America, 3, 553-562. 

Special References and Sources, see Channiug and Hart, 
Guide to American History, pp. 254-5. 



60 

topic tiikee. 

The Settlement of New England. 

Tht Plymouth Colony, 1620-1691. 

Topics to t>e developed 

1 The Separatists in England ; Their pilgrimage to the 

Netherlands, 1608-1620. 

2 Their contract with the London Company. 
:; Grant and location. 

4. The voyage of the Mayflower. 

5. The Mayflower compact. 

6. Composition of the colony. 

7. Plymouth settled. 

8. Treaty with Massasoit, and subsequent relations with 

the Indians 

9 Patents obtained from the Council for New England, 
1621-1622. 

10. Life in the Colony, government, religion. 

11. Parent from New England Council, 1629. 

12. Absorbed by Massachusetts Bay Company, 1691. 



66 

topic four. 

The Massachusetts Bay Company. 

1. The Royal Charter, 1629 ; What it granted. 

2. The aims and purposes of the Pnritans. 

3. The coming of the Puritans, 1630. 

4. Compare their religious belief with that of the Pilgrims. 

5. Organization and government of the company. 

6. Religious troubles in New England. 



7. The principal colonies formed from the immigration of 
the Pilgrims and Pnritans. 



8. When did the Puritans stop coining to America and 
why ? 



70 

topic five. 

New England in 1643. 

1 . Population and how distributed. 



2. Occupations of the people. 



3. Their homes (illustrate). 



4. Education. 



5. First Printing. 



6. The influence of Puritan ideas on New England history. 




New England in 1650. 

Directions. — Write naine and date of principal settlements. 
Write in proper localities the names of the Indian tribes. 
Shade the coast line of N. E. red with colored pencil to 
possessions. 



diow English colonies and 



74 

topic six. 

New York, 1609-1760. 

1. Voyages and explorations of Henry Hudson, 1609. ] 
Purpose. 2. Nature and result of Lis work. 



2. Three nations claimed part of territory of New York — 
basis of each claim. 



3. Dutch settlement. 1. The four Dutch governors. 2. 
Relations with the Indians. 3. Introduction of sla- 
very. 4. Government as shared in by the people. 5. 
Religion. 6. Education. 7. Manners and customs. 
8. Causes of the decline of Dutch supremacy. 



4. English government. 1. Capture of the Province, by 
the Duke of York, 1664. 2. Government under 
Nicolls and Lovelace. 3. Andros, Dongan, Leisler, 
Sloughter. 4. Compare "Leisler's Rebellion*' with 
" Bacon's Rebellion " as to cause and results. 



78 

topic seven. 

Pennsylvania, 1682. 

1. Early life and character of William Perm. 

2. Perm's interest in New Jersey Quakers. 

3. Relations between Penn and the Stuarts. 
4 Penn's grant and charter. 

5. Penn's constitution, 1682. 

6. Treatment of the Indians. 

7. Growth and mixture of population. 1685. 

8. First disturbance in the colony. 

9. The government taken from Penn. 

10. Union of Delaware and Pennsylvania. 

11. Restoration of Penn's authority, 1694. 

12. Penn's acts and influence in the colony. 1699-1701. 

13. Quaker attitude towards war. 

14. Attitude of the Quakers on religious freedom. 

References : Lodge, English Colonies, 211-213 ; Winsor, 
America, 3, 469-495; Bancroft, U. S., 2, 326-397; Gay, 
Bryant's Popular History, 2. 480-498; Hildreth, U. S., 2, 
62-75. 

Bibligraphy in Winsor. America, 3, 495-516. 




The Middle Colonies about 1700. 

Directions. — Outline the territory claimed by each colony: use colored pencil 
filling in each colony with a different color. 

Write in the proper localities names of the different settlements. 

Locate in the same way the different Indian tribes. 

Fill in with a brown color the territory that appears on this map claimed 
by France 



S4 
TOPIC EIGHT. 



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TOPIC NINE. 



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What religious sects continued persecution in the New 
World ? 



Mention some examples in early colonial times. 



What three religious sects studiously refrained from 
religious persecution ? 




Section VI. 

Colonial AVars — Outline Map and Table. 

Map Showing the Territory Claimed by England. France and Spain before 
the French and Indian War. 

Directions. — Color English red. French brown, Spanish green. 
Reference — MacCoun's Historical Atla- 



88 



T \isi.l-: OF Til K l'l:l Mil' \l. 



Name 

i 



Names oj 
Chief Vi r ib 




89 



Colonial Wakb. 



\ Si mm ill's 01 mm Main K\ ENT8. 



Results. 




Map Showing the Great Changes in the Political Complexion 

of North America as a Result of the French and 

Indian War. 

DIRECTIONS.— Color English possessions red, Spanish green. 

Beferena : MacCoun's Historical Chart of the I". S . the account of the Treaty 
of 176:! given in the histories previously mentioned 



91 
References for Colonial Life and Government: 

General: B. A. Hinsdale, American Government, ch. 
2 ; Woodrow Wilson, The State, sections 832-851 ; John 
Fiske, The Critical Period of American History, ch. 2; 
Winsor, vol. 5, chs. 2-3; Bancroft, U. S. History, vol. 2, 
389-394 ; Morris, Half Hours, 1, 495-506 ; Fiske, Civil Gov- 
ernment, 71-80, 140-156; Macy, Our Government; Chan- 
niug, The United States, 1765-1865 ; Higginson, Larger 
History ; Thorpe, The Government of the United States ; 
Scudder, Men and Mauners in America One Hundred 
Years Ago ; Drake's Making of New England ; Eggleston's 
Household History ; Thwaites' Colonies. 



School Histories: Scudder' s New History of the United 
States, pp. 447-455; Gordy, chs. 11-12; Montgomery, pp. 
139-148; Fiske, ch. 27 ; Eggleston, chs. 16, 19, 25; Morris, 
pp. 131-148; Barnes, pp. 91-97; Thomas, pp. 56-65; 
McMaster, chs. 4, 9, 10. 



Physical Geography: Davis ;Tarr; Shaler, Story of 
Our Continent. 



Bibliography: Channing and Hart's Guide to Ameri- 
can History, pp. 284-289; Winsor, America, see index in 
vol. 5 under the several colonies. 



92 

Section VII. 

Colonial Life and Government. 

topic one. 

The Influence of Physical Features. 

(Under this section answers may be placed directly un- 
der the topic). 

1. The relation that exists between the physical features 
of a country, and the occupations and character of its 
inhabitants. 



2. How New England life illustrates this relation. 



3. How life in the South illustrates the same fact. 



4. "Why all the principal settlements were made on the 
sea-coast, or on the banks of large rivers. 



93 
xopic two. 
Domestic Life in the Colonies 
A. The New England group of colonies :— 
1. Occupation of the people : 



2. Religion and church worship: 



S. The Salem Witchcraft: 



4. Education from the Puritan standpoint: 



5. Life and manners of living, 



94 
B. The Middle, Group of Colonies. 

1. Account for the mixed population of New York and 
Pennsylvania. 



2. Condition of trade, agriculture and manufacturing. 



3. Condition of education as compared with New England. 



4. Compare the extent of crime and its punishment with 
that of New England. 



5. Life and manners among the Dutch ; among the Quakers. 



95 

topic three. 

Government — Three Classes. 

(Colonies frequently passed from one form of govern- 
ment to another : yet three original types were preserved 
throughout the colonial period. We will consider the 
grouping at the time of the Revolution, 1775). 

a. Charter Colonies : Massachusetts, Connecticut, Rhode 
Island. 

Name the general rights and privileges given to these 
colonies by the charters : — 



Did these rights spring from the people or from the 
Crown ? 



b. Proprietary Colonies : Pennsylvania, Delaware. Ma- 
ryland. 

The rights and privileges, and in whom vested : — 



c. Royal or Provincial Colonies : New Hampshire, New- 
York, New Jersey. Virginia, North Carolina. South Caro- 
lina, Georgia. 

Describe the form of government, shoAving the relation 
between the Crown, the governors and the people : — 



96 
The principal duties of a colonial governor ; 



The Colonial Legislatures 



The two Houses :- 



Manner of election to eacli House: — 



How laws were passed for the colonists :- 



What laws were made for the colonists by the English 
Parliament ? 



The New England Town System and its influence : — 



The County System — Early Virginia Life : — 



97 

Section VIII. 

The War of the Revolution. 

Causes that led the Colonies to Revolution. 

(At the close of the French and Indian war no union ex 
isted between the English colonies, which now numbered 
thirteen. The several attempts that had been made to form 
such a union proved failures, because of their greatdepend- 
ence on England and petty jealousies among themselves. 

The French wars were the iirst real means of uniting th'- 
colonies because it taught them to act together against i> 
common foe. Let us now note carefully the various causes 
that cemented this union, that developed united resistance , 
and accomplished independence). 

(Brief answers under each topic for this section to sen - 
as a summary). 

Early struggle for liberty against the royal authority 
represented by the colonial governors. (Independent ac- 
tion before 1763). 

In Virginia- 
Massachusetts — 

Connecticut — 
New York — 



Resistance to laws passed by the British Parliament. 
(United action from 1763 — 1775). 

Name these laws in the order of their passage — 



Object of these laws- 



98 
British theory of colonial taxation — 



American theory of colonial taxation — 



Name the different forms of resistance to these laws by 
the colonies — 



Direct causes of -the Revolution- 



What preparation had the colonies for war? 



What resources? 



What advantages had Great Britain 



What disadvantages? 



100 
The War. — Give the Principal Events by Years. 
1775. 



1776. 



1777. 



1 778. 



779. 



101 

1780. 



1781. 



1782-1783. 



Results of the War — 



References .-—Revolutionary "War period in the Histories 
previously mentioned. 




Map Showing the Actions During the Revolutionary War and the 
Political Changes as the Result of the War. 

Directions — Trace principal movements of American army by dotted blue lines, English 
by red. 

Underscore American victories blue, English red. naming the battles and location. 

Locate the principal cities — draw a blue line around those held by Americans, red line 
around those held by the English. 

Separate the United States from British possessions by heavy red lint's, from Spanish 
by green. 



103 

Section IX. 
The Development of a Nation-. 

References : Fiske's Critical Period on American His- 
tory ; Macy, Our Government; Bryce, American Common- 
wealth, vol. 1 ; Hinsdale's American Government; Thorpe's 
Government of the People of the U. S. ; The Articles of 
Confederation; The Declaration of Independence; The U. 
S. Constitution; H. von Hoist, Constitutional History of 
the U. S. ; American Statesmen Series, Standard School 
Histories. 

Bibliography: Channing and Hart, Guide to Ameri 
can History, pp. 322-326. 



104 

Section IX. 

The Development of a Nation. 

(Under this section answers maybe placed under the topic). 

1. The First Continental Congress, 1774 : 
How called, purpose, and action taken. 



2. The Second Continental Congress, 1775 : 
National powers assumed and actions taken with ref- 
erence to raising an army and navy. 



Hew money was to be provided. 



Meaning of the Declaration of Independence. 



1 Do 
Foreign relations — 



Name five leaders in this congress — 



How lout; did this congress last? 



The Confederation (17S1 1~S9) 

Name and nature of the new government — 



The Confederate congress- 



The powers of the Confederation — 



Defects of the Government — 



106 

State of the Government — 



Condition of the country- 



The different steps taken to form a new Government 
(1786-1789)— 



The Constitution ok the United States (1789). 

Three departments of Government: 

a. The Legislative, composed of two Houses, House of 
Representatives and Senate. 

How members are elected to each — 



Number of members in each 



Term of office in each House- 



107 
The duty of this department — 



I). The Executive department, vested in a President. 
How the President is elected — 



Term it office 



She lutv of ihib department — 



3. The judicial department, composed of the judges of 
iihe Supreme Court and the judges of inferior United States 

courts. 



How the ludges obtain office- 



Term of office — 



Duty of this department — 



How the Constitution — the supreme law of the land- 
mi v be changed or amended — 



108 

Section X. 

The Social and Industrial Condition of the New Republic 

(1790). 

References. — Piske's United States History, ch. 13; 
Mowry's United States History, cli 54; Eggleston's United 
States History, chs 34 35, Sheldon's American History, 
pp. 220- 237 

(Answers may be entered directly under the topic). 
1 Population according to the census of 1790 — 



2. Distribution of the population- 



>. Modes of travel — 



4. Condition of education- 



."). Condition of art, literature and science — 



C>. Modes of heating and lighting — 



Character of the life in the country — 



8. Features of the life in the cities — 



109 
9 Condition of commerce — foreign nnd domestic- 



K>. The leading industries of New England- 



11. Of the Middle States— 



12. ( if the South- 



13. The extent of slavery — 



14. Industrial inventions — The Cotton-Gin and its effect 
upon the development of the South — 



15. Its influence upon the growth of slavery in the 
South— 




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112 

List of References for Section 11. 

Topic 1. J. B. McMaster, History, 1, 525-593; 2, 25-41. 57- 
84; Lodge, Life of Washington, 2, 40-81, 103-128; Morse, Life of 
Alex. Hamilton, 1, ch. 7; John Adams, eh. 10; Bancroft, United 
States (Rev. Ed.), G, 463-474; Pitkin, History, 2, ch. 20;Hil- 
dreth, 4, chs. 1-7; Schonler, History, 1, 86-03, 130-142, 158-165; 
Young. American Statesman, chs. 5 and 6; Scudder, Washington, 
chs. 23-24; C. F. Adams, John Adams, 438-458; Cocke, Constitu- 
tional History, ch. 3; Von Hoist, Const. History, 1, 80-107; Hig- 
ginson, Larger History, 1, ch. 13; E. P. Wheeler, The Supreme 
Court; Life of John Jay; Messages of the Presidents. 

Bibliography: Charming and Hart's Guide to American His- 
tory, pp. 32U-333. 

Topic 2. J. B. McMaster's History, 2, 47-58, 85-88, 480-537, 
587-620; Hildreth, 4, 39-46, vol. 5, ch. 25-28; Higginson's Larger 
History, ch. 14; Schouler, 1, 426-501, vol. 2, ch. 5 and his His- 
tory of Jefferson; Lodge, Washington, 2, ch. 5; Gay, James Mad- 
ison, oh. 12, 16; Young, American Statesman, ch. 7, 13-15; T. V. 
Cooper, American Politics, bk. 1. 

Bibliography: Channing and Hart, pp. 325-34.">. 

Topic 3. Benton's Thirty Years' View, 1-1 (J; Gay's James 
Madison; Blaine, Twenty Years of Congress; Hildreth, History, 
vol. 3; Von Hoist, Const. History, vol. 1; Lalor, Cyclo. art. Hart- 
ford Convention; McMaster, vol. 4; Schouler, vol. 2; Theodore 
Roosevelt, The Naval War of 1812; Lossmg, Pictorial Field-book 
of the War of 1812. 

Bibliography: Channing and Hart, pp. 353-354. 

Topic 4. Von Hoist, Const. History, 1, 324-381 ; McMaster, 4, ch. 
39:1 lildreth. vol. 5, 6 ; T. Roosevelt, T. H. Benton ; Bryant's Popular 
History, 4, ch. 11; Schouler, 3, 133-189; Young, American States- 
man, ch. 23; II. Greeley, American Conflict; Blaine, Twenty 
Years of Congress, 1, 14-25; Carl Schurz, Henry Clay, 1, eh. S. 

Bibliography: Channing and Hart, p. 361. 

Topic 5. The Messages of the Presidents, vol. 1 ; Gilman, Mon- 
roe, ch. 7; Von Hoist, 1, 409-421; Winsor, 7, ch. 7; also the 
standard histories previously given. 

Topic 6. Iligginson, Larger History, 431-455; Bryant's Popular 
History, vol. 4 (see index) ; Winsor, 7,281-200; Schouler, History, 4. 
ch. 13; C. W. Young, American Statesman, chs. 38, 43, 44; Lalor's 
Cyclopaedia, vol. 1 (see index); Alex. Johnston, American Politics 
(see index); Wilson, Epochs of American History (see index); 
Blaine, Twenty Years of Congress, 1, 21-137; Taussig, History 
of U. S. Tariffs; Bryant's Popular History, vol. 4 (see index). 

Bibliography: Channing and Hart, pp. 366-374. 

Topics 7 and 8. Von Hoist, Const. History, vols. 4, 5 (see in- 
dex) ; Bryant's Popular History, vol. 4 (see index); Horace Greeley, 
American Conflict, vol. 1 ; Blaine, Twenty Y^ears of Congress, vol. 
1; Young, American Statesman; Nicolay and Hay, Abraham Lin- 
coln; T. Roosevelt, T. H. Benton; Pollard, The Lost Cause; W. 
Chambers, American Slavery; Lalor's Cyclopaedia (see index) ; J. 
Davis, Confederate Government; Abbott, History of the Civil War: 
Foote, War of the Rebellion; Johnson, History of American Pol- 
itics; TT. Wilson, The Rise and Fall of the Slave Power; Woodrow 
Wilson, Hi vision and Reunion. 

Bibliography. Channing and Hart, 390-401. 



114 

Section XI. 

The Establishment and Growth of Nationality, 1789=1860. 

topic one. 

The Organization of the New Government and the 

Problems met during the first two 

administrations. 

Topics to be treated : 

1. The first national elections, 1788-1789. 

2. States within which these elections were held. How 

representatives and senators were elected. 

3. Place of meeting of the new assembly. 

4. The work involved to get this assembly into working 

order. 
Name the principal steps taken. 

5. The first act of public nature taken by this body, 1793. 

(i. The formation of the judiciary department. 

Upon whom this duty devolved. Number and names 
of the first supreme court. The first great decision of 
this court, 1793. 

7. The completion of the formation of the executive 

department. 

The cabinet, how formed, of whom composed. 

8. Problems of the new government and how solved. 

it. Difficult foreign questions of the first two administra- 
tions, and the measures taken by the first two presi- 
dents. 



120 
topic two. 
The Growth and Formation of Political Parties. 
Topics to be treated : 

1. The attitude of the Federalists toward the great ques- 

tions of the Time. 

2. The attitude of the Anti-Federalists. 

3. The effect of the French revolution on American 

politics. 

4. The meaning of the " expressed powers " of the Con- 

stitution. 
State three, giving an example of the exercise of each. 

5. The meaning of the "implied powers." 

State three, giving an example of the exercise of each. 

6. Party feeling as shown in the election of 1800. 

7. Subsequent history of the Federalists. 

8. In a Republic political parties are a necessity. Why ? 

9. The principles of. the parties at issue in the election 

of 1st is. 

10. Subsequent history of Jefferson's party. 



124 

TOPIC THREE. 

A ( Iritical Period. The Nation's strength tested by 
War. 1812-1815. 

Topics to be treated : 

1. The European situation and its effect on American 
commerce, America a neutral nation. The interna- 
tional law mi the treatment of the shipping of a 
neutral. Was the action of France and England 
justifiable. 



2. Jefferson's policy in retaliation fur this treatment. 
Its effect upon the United States. 



'.'>. The direct causes that lead to a declaration of war. 



4. The character of the opposition to this war. Account 
for this division of opinion. 



5. What step was discussed by the New England delegates 
at Hartford. 



0. The leading events of the war : on laud, on the sea. 



7. Terms of the treaty of peace. 



9. Some results of the war. 




Outline Map fob the Wau of 181:2. 

Directions — Trace the principal military expeditions of the war as follow Movements 
of the Americans by dotted blue lines, of the British by dotted red lines. 

Locate battlefields and underscore American victories in blue, British in red. Separate the 
possessions of tho United States from those of England by heavy red lines, from Spanish posses- 
sions by green lines. 



128 
topic four. 
The Missouri Compromise, 1820. 
Topics to be treated : 

1. The compromises of U. 8. Constitution on slavery 

2. The provision in constitution prohibiting slavery. 

3. Status of slavery in the North-west territory. 

4. Status of slavery in the Louisiana territory. 



5. Questions raised on application of Missouri for state- 
hood. 



6. Questions raised on application of Maine for statehood. 



7. Terms of the compromise. 



8. How long did these conditions continue. 



132 

TOPIC FIVE. 

The Monroe Doctrine, 1823. 

Topics in be treated : 

1. The situation in Europe that called forth the "Holy 
Alliance." 
1. Of what nations composed ; ^. Action of the Congress 
of Verona, LS20; :!. Spain's request for a congress, 
L823; I. Theextenl ofj3pain's possessions in America 
in 1823; Spain's political interests in European ''in- 
tervention" in America; 5. England's attitude to- 
ward •■ intervention." 



2. Tenor of Monroe's message to Congress. 

The immediate and remote consei|iiences of America's 
atl itude. 



::. Later applications of (his doctrine; State the point at 
issue in each of the following cases — a. Monroe's 
second message, L824; 6. Panama Congress, 1826; 
c. Oregon. L845; d. The Isthmus, 1850; e. Cuba, 
1854; /. Mexico, L865; g. Peru, 1881; h. Venez- 
uela, 1895. 



L86 
TOPIC sin. 

\ Pkriod of Change and Sectionai, Strife, 1829-1840. 
Topics i" !"• i reated : 

1. The tariff of 1824 and the opposition it developed. 

2. The tariff of L828. Action of South Carolina. 



3. The reason why ;i State should not declare the tariff act 
unconstitutional. 



I. The subject under discussion in the Webster-Hayne 
debate. 



r>. Jackson's treatment of the " nulliiication" nets. 



0. Jackson's civil service policy. 



7. Jackson's reasons for opposing the renewal of the char- 
ter of the United States bank. 



s. Causes of the financial panic of 1837. 




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142 

topic seven. 

The Development of an Anti-Slavery Party, 
1854-1860. 

Topics if be treated : 

1 . Parties for and against the following measures : 
The Wilmot Proviso, The Compromise of 1850. 

2. The new political party that sprang from the opposition 

to the principle resulting from the passage of the 
Kansas-Nebraska act, 1854. 

3. Political elements that entered into the membership of 

the new party. 

I. Republican candidate and party strength in the presi 
ilential election of 1856. 

5. The Republican convention at Chicago, L860; elements 

composing the convention. 

6. The leading candidates and the attitude of each on the 

issues of the day. 

7. Reasons why Lincoln was nominated. 

8. Main principles of the party platform. 



9. How sectional feeling and sentiment were shown at this 
convention. 



140 

topic eight. 

The Charlestown Convention, 1860. Division in the 
Democratic Party. 

Topics to be treated : 

1. The different factions; The leaders of each faction and 
their demands. 



2. The report of the platform committee. 



3. Causes of their differences, immediate and remote. 



4. The subsequent conventions of this party during the 
year and their presidential nominations. 



5. The result of this factional strife on the election. 



6. How did these conventions reflecl sectional feeling on 
the slavery question. 



150 

Reft /' ncesfor Section 12. 

The Civil War period in the following books: 

Schouler, vol. 5; H. Greely, American Conflict ; Draper. 
Civil War in America, vols. 2 and 3; Blaine, Twenty Years 
of Congress, vol. 1 ; Bryant's Popular History, 4 and 5 ; 
Lalor's Cyclopaedia (index); Woodrow Wilson, Division 
and Reunion; Nicolay and Hay, Abraham Lincoln; Pol- 
lard, Lost Cause; Alex. H. Stephens, War between the 
States; J. Davis, Confederate Government; Morse. Abra- 
ham Lincoln; Century War Book; Lossing, Pictorial 
Field Book of the Civil War; Ropes, Story of The Civil 
War; Horace White, Money and Banking; W. G. Stun- 
ner, American Currency ; Taussig, History of the Tariff; 
( !i 'X, Three Decades ; Messages of the Presidents ; also see 
Biographies of contemporary statesmen. 

Bibliography : Channing and Hart, 402-427. 



jr. i 

Section XT I. 

The Civil War Period, 1861=1865. 

TOPIC (INK. 

The North and South < Jompared, 1SG1 . Graphic Chart, 



c 

< 

K E 

a o 



X 



'A 



Directions. — Each space, as ab, represents the total area, population, 
etc. of the combined North and South. Illustrate by colored pencil about 
the proportion in each section, using the blue for the Union, and red for 
the Confederacy. Territories and doubtful states not to be counted. 

From the evidence of this comparison and the knowledge 
that the war for political separation would continue until 
the physical exhaustion of one of the parties, which side 
was bound to win. Why ? 



1.V2 



TOPIC TWO. 



Table for the Civil War. Northern Efforts to 
Preserve the Union. 



Measures taken by 

Date the North to sup- 

pressthe Rebellion' 



1861 



1862 



1863 



l si; i 



Plan of Campaign. 

The Year's Results 



Battles, Results, 
Leaders. 



1865 



15a 



J < > I * I < - THREE. 



Table fur the Civil War. Southern Efforts to 
Establish the Confederacy. 



Date 


Measures taken by 

the Confederate 
Government. 


Southern Plan of 
Campaign. Results. 


Battles, Results. 
Leaders. 


1861 








1862 








1863 








1864 








L865 









154 

TOPIC FOUR. 

I'm. lev OF THE UNITED STATES GOVERNMENT, 1861-1865. 

Topics to be treated : 

I. Lincoln's position on the secession movement as stated 
in his firsl inaugural address. 



2. Members of Lincoln's cabinet— characteristics of each 
iefly. 



3 Lincoln's attitude on compromise — commission of 
the " Confederate States of America." 



4. The call for volunteers 



:< Financial measures of the administration : 

Condition of the treasury in L861 ; The Morrill Tariff, 
means taken for more revenue; Suspension of specie 
payments, establishment of a national currency— legal 
tender acts, 
international complications of the War: 
Question of blockade, meaning and effecl of foreign 
neutrality proclamations, the Trent affair, Alabama 
question. 



7. The different emancipation proclamations and the effect 
of each. 




Outline Map fob the Civil War. 

Directions.— Draw a heavy red line between the Union and the Confederate States. 

Trace by .lotted blue lines the principal movements of the Union forces, by dotted red lines 
the principal movements of the Confederate forces. 

Name and locate the principal battles of the war— mark Union victories with a bine star. 
Confederate victories with a red star. 

Draw double blue lines opposite blockaded ports. 

Locate the principal cities that figured in the war. 



160 
References for Section 13. 



Topic 1. Woodrow Wilson, Division and Reunion; 
Scribner's United States; Barnes, History of the 39th 
Congress; Blaine's Twenty Years of Congress; Johnston's 
American Politics; Bryce, American Commonwealth; 
The Reconstruction Period in School Histories. 



Topic 2. Gordy, History of the United States, ch. 21 ; 
Woodrow Wilson, Division and Reunion; Scribner, U. S. 
History, vol. 5; Andrew's Last Quarter Century; The 
Forum (Immigration). 



Topic 3. Taussig, History of the Tariff; Johnston, 
American Politics ; Walker, The Making of the Nation; 
Bishop, American Manufacturies ; Carl Schurz, Henry 
(May; Young, American Statesman; Morse, American 
Statesman Series; Blaine, Twenty Years of Congress: 
School Histories (index tariff). 



Topic 4. Johnson, U. S. History and Constitution; 
Blaine's Twenty Years of Congress; Johnston, American 
Politics; Andrew's Last Quarter of a Century; McPer- 
son's Political Hand-books (1870 — the present time); Mc- 
Culloch's Men and Measures of Half a Century; Apple- 
ton's Annual Cyclopaedia. 



Topics 5-7. R. H. Davis, Cuba in War Time; E. W. 
Lattimer, Spain in the Nineteenth Century; Appleton's 
Annual Cyclopaedia ; Johnston's Annual C.yclop*<lia : 
Fin' World and Tribune Almanacs; Current Magazine 
nrticles; The Rescue of Cuba, Draper. 



162 

Section XIII. 

Living Issues of Recent Times. 

topic one. 

The Re-construction oe the Union. 

1. Action toward the settlement of the war issues in the 
South, taken by President Johnson, before the meet- 
ing of Congress, December, 1865. 



2. The conflict between the President and Congress. 



:>>. The object of the Preedman'p Bureau Bill. 



4. The Civil Rights Bill. 



."). The object of the Fourteenth Amendment. 



6. How Senators ami Representatives were readmitted 
from the southern states. 



7. When the last military governors were withdrawn. 



L66 
TOPIC TWO. 

The Immigration Problem. 
Topics to be treated : 

1. The beneficial results of immigration to this country, 
as shown in the rapid development of its resources. 



■2. The evil effects of unrestricted immigration, as shown 
in the social problems at present existing in our large 
cities 



3. Reasons generally given for the exclusion of the Chinese. 



4. Our present immigration laws. 



5. What further legislative action would seem desirable. 



L70 

topic three. 
The Tariff [ssue in American Politics. 

Topics to be Heated : 

1. Meaning o'f the following terms— "Protection," "Free 
Trade," "Tariff for revenue only," "Reciprocity." 



2. Classify the following TJ. S. Tariff acts as either Pro- 
tective or "for Revenue only," and state the indus- 
trial effect 01 each Tariff as viewed from the prosper- 
ous condition of the country while that particular act 
was in operation— Tariff act of 1789, 1812, 1816, 1824, 
L828, IS32. 



3. The object, the nature, and the results obtained under 
the Morrill Tariff, 1801 -1890 



l. The particular changes made in tariff rates by the Mc- 
Kinley Bill, 1890; The Wilson Bill, 1894; The Ding- 
lev Bill, 1S97. 



171 
topic four. 
Financial History, 1865-1899. 
Topics to be treated : 

1 . Congressional action looking toward the payment of the 

war debt, 1865-180!). 

2. The credit strengthening act, 1869 — purpose and effect. 



'■>. Tlie legislative action on silver, 1873 — purpose and 
effect. 



I. The acl with reference to "Greenbacks," 1875 — pur- 
pose. 

5. The " Bland- Allison " act, 1878— purpose and effect. 

6. Resumption of specie payment, 1879 — effect. 

7. The "Sherman act," 1890— purpose and effect. 

8. The "Sherman acl " repealed, 1893 — reasons given. 



'.'. The silver movement and its prominence as an issue in 
national politics in L896. 



178 
topic five. 
Causes that led to the Cuban War. 
Topics to be treated : 

1. Past disputes between the United and Spain growing 

out of Cuban insurrections. 

2. The effect of Cuban rebellions on the commercial and 

industrial interests of the United States. 

:?. The object aud progress of the Cuban insurrection of 
L895-1898. ■ 

4. President Cleveland's attitude toward the Rebellion 

in Cuba. 

5. The Spanish conduct of the war — General Weyler and 

his policy. 

6. Principal reasons given why the United States ought 

to interfere and put a stop to the struggle between 
Spain and Cuba. 

7. President McKinley's attitude and demands of Spain, 

1897. 

8. The destruction of the Maine, February, 1898. Effect 

on the U. S. 

9. Report of the Committee of Inquiry. 

10. The substance of the President's message to Congress, 

April, 1898. 

11. The President's ultimatum to Spain as a result of the 

Resolutions passed by Congress, April 19th, 1898. 

12. The war preparations: military and financial. 



1 82 

topic six. 

The Military Operations of the Spanish-Americah 

War. 

Topics to be treated : 

1. The call for volunteers and the response. 

2. The blockade of Cuban ports. 

3. The battle of Manila, May 1, 1898. 

4. The object of the blockade of Santiago. 

5. llobson's exploit — Cervera's fleet " bottled up." 

6. Military operations around Santiago. 

7. The destruction of Cervera's fleet. 

8. Military operations against Porto Rico. 

'.». The surrender of the Spanish army at Santiago. 

10. The capture of Manila. 

11. The terms of the treaty of peace. 

12. Status of the "Cuban Republic" during the war and 

after the war. 



186 
topic seven. 
National Expansion. 
Topics to be treated : 

1. The annexation of Hawaii, July, 1898 — 

Reason why this step was taken. 

2. The importance of Porto Rico as an American pos- 

session. 

3. The aim and probable results of the United States pro- 

tectorate in Cuba. 

4. If desired by the Cubans, would the annexation of Cuba 

be for the best interests of both parties. Reasons. 

5. Why the United States desired to possess one of the 

Lad rones. 

6. The Phillipines under the American flag — 

1. Why the Islands could not be returned to Spain. 

2. Why not sold to European or Eastern Nations. 

3. Why not established as a Republic. 

7. What did President McKinley mean by saying that the 

United States had a moral duty to perform in the 
Phillipines. 

8. Steps taken to establish peace on the islands. 

9. Advantages and disadvantages of foreign possessions. 



JUl "IS 1899 



